ICT is yet to penetrate Zimbabwean schools. However, several programs in 2009 and 2011 tried to promote the teaching and learning of science and mathematics in schools through new technologies. Based on the Technology Acceptance Model (TAM), the study aims to assess the effect of technology self-efficacy and prior ICT experience on Zimbabwean in-service science teachers' acceptance of digital videos in science education as an expectation of syllabuses. Quantitative analysis was done to gather data from sixty-three Zimbabwean in-service science teachers. The study has shown that both technology self-efficacy and prior ICT experience have a positive effect on the perceptions of the TAM. Several recommendations included teacher training are provided.